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Teaching Practice

Remote Post Primary Teaching

"The noblest pleasure is the joy of understanding"

                                 - Leonardo Da Vinci

Throughout the course of my undergraduate degree, I completed two teaching

placements in post primary community schools. Below is a brief background of the school where I completed my first post primary placement, along with a description for some of the units of learning I delivered. There is also a link to each document if you wish to explore the units in more detail.

St.Wolstans Community School, Celbridge, Co. Kildare

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St. Wolstan's Community School was founded in 1955 by the Holy Faith Sisters and became a Community School in 1999 under the trusteeship of Le Cheile, KWETB and the Archbishop of Dublin. St. Wolstan’s is an all girls school and offers an excellent education to young women living in the community of Celbridge and its environs. The school also offers a strong extra-curricular programme. All students are invited, encouraged and facilitated to participate in extra- curricular activities.

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The school's mission is to create a community of excellence in second level education where each person is given the opportunity to reach his or her own full potential. They endeavour to enable all members to -

  • Develop physically

  • Nurture healthy relationships

  • Achieve academically

  • Make informed moral choices

  • And embrace the spiritual dimension of their lives.

Unit of Learning One

First Year Ceramics adapted to online found materials sculpture because of pandemic closure:

Aim: Using primary sources, students will explore the theme of Confectionery through observational drawing, experimenting with  various drawing materials such as pencil, coloured pencil and oil pastel. Students will then develop these observational drawings by designing and making (functional ceramic pinch/coil/slab pots / vessels) a found materials sculptures, inspired by support artists, experimenting with form, texture and colour.

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Learning Outcomes: 

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- 1.2 Respond to an artwork using critical and visual language

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- 2.5 Develop their ideas for craftwork through drawing

3.6 Design a final work based on their drawings

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- 2.7 Identify the historical or contemporary skills and materials used in craft works from a number of different crafts

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- 1.11 Consider the use of the art elements and design principles in their own artwork

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- 1.13 Identify media which are used to create artwork

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Unit of Learning Two

Fifth Year Art History Module on Impressionism and the works of Monet, Renoir, Degas and Morisot:

Aim: Students will explore the movement of Impressionism through examining its context within art history and  focusing on the life and artworks of Edouard Manet, Claude Monet, Pierre Auguste Renoir, Berthe Morisot and Edgar Degas. Within the works of these artists, students will discuss the composition, colour and texture of each individual painting and at the end of each artist, students will create study aids individually discussing headings such as their life, their materials, process/technique and the narrative and context of their works.

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Learning Outcomes: 

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- Keep well ordered notes so that they are readily accessible for future use

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- Describe the relationships between variables

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- Use techniques to help explore alternative solutions and options such as brainstorming, visualization, listing positive / negative/ interesting attributes

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- Identify and explain their own personal responses to artwork.

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- Communicate ideas and needs within the group

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- Co-operate with group members to identify how different roles can contribute to the overall goals

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Unit of Learning Three

Transition Year 'Recreating and sketching famous portraits':

Aim: Through referencing famous portrait and figurative works, students will

re-interpret these pieces, giving them a modern twist while exploring the theme of ‘On the Face, In the Face, Behind the Face’. Students will use proportion, colour and tone to create their  own version of the image to be photographed using digital media which will be later used to paint a final portrait from. Carefully considering the physical act of painting acrylic paint on the paper (on the face) , the details of the portrait (in the face) and lastly which painting best represents their own personality (behind the face)

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Learning Outcomes: 

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- 1.2 Respond to an artwork using critical and visual language

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- 1.4 Demonstrate how they use drawing to observe , record and analyse the human figure and the world around them.

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- 1.7 Examine the method of a number of artists and the artwork they created

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- 1.11 Consider the use of the art elements and design principles in their own artwork.

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- 1.14 Use media to create their own artwork.

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